In this article, a qualitative study about teachers' thoughts on consultation between special teachers and class teachers is reported. The aim of the study was to deepen the knowledge about how consultation in special educational contexts can be understood and developed based on the descriptions of special teachers and class teachers on this particular form of activity, interpreted against different perspectives on consultation. The data consist of interviews with special teachers and class teachers. The data has been analyzed according to Graneheim's and Lundman's qualitative content analysis. The analysis identified three different types of consultation: consultation as counseling, reflective consultation, and cooperative conversations. Consultation as cooperative conversation is held out as a potential type for the development of consultation between special teachers and class teachers. The results show that consultation in special education is a complex activity where different approaches on consultation must be used and integrated.